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TRANSCRIPT
Quadratic and Exponential Functions Unit
Purpose
This Selected Response Assessment is a formative assessment intended for use part of the way through the Quadratic and Exponential Functions Unit of Algebra 1. It will measure the students’ current understanding of the selected learning targets. Once this assessment is completed, students will be able to analyze their results in order to draw conclusions about their learning. It will show students which targets they have a good understaning of and which targets are going to require more attention before the summative assessment upon completion of the unit. The teacher will also use this assessment to guide instruction. For some students, this means that they will dive deeper into the content and for others it may mean that the teacher needs to help them give some learning targets more attention.
Michigan Math High School Content Expectations
A3.3.2 Identify the elements of a parabola given its symbolic form or its graph, and relate these elements to the coeffiecient(s) of the symbolic form of the function.
A1.2.3 Solve linear and quadratic equations and inequalities including systems of up to three linear equations with three unknowns. Justify steps in the solution, and apply the quadratic formula appropriately.
Learning Target Knowledge Items Reasoning Items
I can find the axis of symmetry of a parabola. 4, 15 5
I can find the vertex of a parabola. 1, 2 3
I can determine if the vertex is a maximum or a minimum.
12
I can determine the roots, solutions and zeros of a quadratic equation.
11, 14, 16, 17, 18
I can determine if a parabola opens upward or downward.
13 19, 20
I can use the Quadratic Formula to solve quadratic equations.
6, 7, 8, 9, 10
Directions
This Selected Response Assessment is designed to measure how well you understand the learning targets we have been working on so far this chapter. Not only will the teacher use your assessment results to analyze your understanding and to guide further instruction, but you will also have a chance to alayze your answers and self-assess your understanding to this point.
There will be three types of questions on this assessment. You will have questions that are Multiple Choice, True/False and Fill-in-the-Blank. Each question will be worth one point, for a total of 20 points.
Before starting the assessment, please make sure your name and hour is written on the top of your paper. When you work through the test, please put your answers on the space provided next to each question. For the multiple choice section, please use CAPITAL letters. Also, in the true/false section, please write out the entire word on the provided answer space. Once you answer a question, please circle “sure” or “unsure” so we know later if that was an answer you were confident on or it if it was one you were not sure if you did it correctly or one you had to take your best guess on.
You will have 45 minutes to complete this assesssment, so if you get stuck, it will benefit you to move on and come back to that question later if you have time. I cannot help you with content during the assessment, because I am trying to get an accurate picture of what you know. However, if you have questions on directions or you don’t understand what the question is asking, please raise your hand and I will come to you. When it doubt, raise your hand and ask me a question. The worst thing that can happen is that I would have to tell you I cannot answer your question.
When you finish your assessment, including the “sure” and “unsure” questions, please walk your assessment up to my desk and put it in a neat pile. For the rest of the class period, you need to finish any missing home fun assignments that you may have. Feel free to have me check to see what you are missing, or you may look it up on your phone as well. If all your home fun is turned in, please quietly read or work on something for another class. I will let you know when all the assessments are turned in.
Please remember that this is just a measuring stick to you and me so we know exactly where you are in understanding what we have been learning in class. Try your best and you’ll do fine. Take a deep breath, relax and do great things.
SRA Assessment – Quadratics Name: ______________ Hr. _____
Multiple Choice
Please answer each question with the best possible answer. Please circle your answer and write the capital letter of your answer on the line next to the problem number. Don’t forget to circle “sure” or “unsure” after each question.
_____ 1. What are the coordinates of the vertex for the parabola graphed below?
1 2 3 4 5–1–2–3–4–5 p
1
2
3
4
5
–1
–2
–3
–4
–5
y
A. (-0.5, 2)B. (1, 4)C. (4, 1)D. (2, -0.5) SURE / UNSURE
_____ 2. What are the coordinates of the vertex for the parabola graphed below?
1 2 3 4 5 6 7–1–2–3–4–5–6–7 m
1234567
–1–2–3–4–5–6–7
y
A. (3, 1)B. (1, 3)C. (1, 0)D. (1) SURE / UNSURE
_____ 3. What are the coordinates of the vertex for the parabola whose equation is
y=x2−6 x+2?
A. (3, -7)B. (3, -11)C. (-3, 29)D. (-3, 11) SURE / UNSURE
_____ 4. What is the equation for the axis of symmetry for the graph shown below?
1 2 3 4 5–1–2–3–4–5 p
1
2
3
4
5
–1
–2
–3
–4
–5
y
A. x = 2B. y = 2C. y = 1D. x = 1 SURE / UNSURE
_____ 5. What is the equation for the axis of symmetry for the parabola whose equation is
y=x2+2?
A. x = -1B. y = -1C. x = 0D. y = 0 SURE / UNSURE
_____ 6. Use the quadratic formula to find the solutions of the equation x2−3 x+2=0 .
A. {2, 1}B. {2}C. {-1, -2}D. no real solutions SURE / UNSURE
_____ 7. Use the quadratic formula to find the solutions of the equation x2−49=0 .
A. {7}B. {7, -7}C. {-7}D. no real solutions SURE / UNSURE
_____ 8. Use the quadratic formula to find the solutions of the equation x2−x−20=0 .
A. {-4, 5}B. {5, -4}C. {5}D. no real solutions SURE / UNSURE
_____ 9. Use the quadratic formula to find the solutions of the equation x2+5 x=6 .
A. {-3}B. {-2, -3}C. {1, -6}D. no real solutions SURE / UNSURE
_____ 10. Use the quadratic formula to find the solutions of the equation 4 x2−3 x+8=0 .
A. {0}B. {1, 3}C. {4, 8}D. no real solutions SURE / UNSURE
_____ 11. How many root(s) does the graph below have?
1 2 3 4 5–1–2–3–4–5 p
1
2
3
4
5
–1
–2
–3
–4
–5
y
A. No real rootsB. 2 real rootsC. 1 real rootD. 3 real roots SURE / UNSURE
True or False
Please read each question carefully and decide whether each statement is completely true or if the statement is false. Please write out the entire word “True” or “False” on the line provided by each question. Don’t forget to circle “sure” or “unsure” after each question.
_____________ 12. Since the parabola below opens up, the vertex is a maximum.
SURE / UNSURE
1 2 3 4 5–1–2–3–4–5 m
1
2
3
4
5
–1
–2
–3
–4
–5
y
_____________ 13. If the vertex of a parabola is a maximum, the parabola opens down.
SURE / UNSURE
_____________ 14. The axis of symmetry for the graph below is x = -2.
SURE / UNSURE
1 2 3 4 5–1–2–3–4–5 m
1
2
3
4
5
–1
–2
–3
–4
–5
y
_____________ 15. The zeros for the graph below are {-3, -1, 3}.
SURE / UNSURE
1 2 3 4 5–1–2–3–4–5 m
1
2
3
4
5
–1
–2
–3
–4
–5
y
Fill-in-the-Blank
The last five problems are statements where you will need to fill in the blank. Please write your final answer on the space to the left of each problem. Don’t forget to circle “sure” or “unsure” after each question.
_____________ 16. The quadratic equation graphed below has _________ real root(s).
SURE / UNSURE
_____________ 17. The quadratic equation graphed below has _________ real root(s).
SURE / UNSURE
_____________ 18. The quadratic equation graphed below has _________ real root(s).
SURE / UNSURE
_____________ 19. The equation y=−3 x2−2 x+7 will be a parabola that opens _________.
SURE / UNSURE
_____________ 20. The equation y=4 x2+8 x−1 will be a parabola that opens _________.
SURE / UNSURE
Student Self-Assessment
When you get your assessment back, please look over it to see how you did and fill out this chart so we can use it to help track your learning. Flip through your assessment packet and record the number of problems correct and incorrect for each learning target as well as how many of those questions you were sure of and unsure of. The last column will tell you where to focus next.
Learning TargetQuestions #
Correct
# Incorrec
t
# Sure # Unsure Where do I go?
I can find the axis of symmetry of a parabola.
4, 5, 15 Correctives #1
I can find the vertex of a parabola.
1, 2, 3 Correctives #1
I can determine if the vertex is a maximum or a minimum.
12 Correctives #2
I can determine the roots, solutions and zeros of a quadratic equation.
11, 14, 16, 17, 18
Correctives #3
I can determine if a parabola opens upward or downward.
13, 19, 20 Correctives #2
I can use the Quadratic Formula to solve quadratic equations.
6, 7, 8, 9, 10
Correctives #4
Total
* If you got 4 problems or fewer incorrect AND no more than one question wrong per learning target, you will be working on an enrichment activity.
Reflection
1. What were your personal strengths on this assessment?
2. What were your weaknesses on this assessment?
3. What is your plan for improvement?
If you got 4 problems or fewer incorrect AND no more than one question wrong per learning target, you will be working on an enrichment activity.
Correctives
Corrective Set #1
What are the coordinates of the vertex of the parabolas in graph A and graph B below?
Graph A Graph B
What is the equation for the axis of symmetry of the parabola in Graph A?
What is the equation for the axis of symmetry of the parabola in Graph B?
Corrective Set #2
Graph A Graph B
Do the parabolas above open up or down and is their vertex a maximum or minimum?
Graph A: _______________ Graph B: _______________
How can you tell by looking at a quadratic equation that the parabola is either going to open up or down? (Refer to your notes if necessary)
Correctives Set #3
How many real roots does each of the quadratic equations that are graphed below have and what are they?
# of roots: __________ # of roots: __________ # of roots: __________
Roots: __________ Roots: __________ Roots: __________
In your own words, explain what a root, solution or zero is.
Correctives Set #4
Find the solutions of the equations below using the Quadratic Formula. Round to the nearest tenth if necessary.
x2−2 x−24=0 24 x2−14 x=6
x2+4 x+7=0 3 x2+5 x+11=0
Enrichment
Students who earned a 80% or higher on the assessment and did not miss more than one question per learning target will be having some fun with quadratics. Students can pair up to play “Quadratic Battleship”, which was made by Karen Novotny and is part of the Adventures with Mathematics series of activity books put out by the Michigan Council of Teachers of Mathematics.